History Education as Content, Methods or Orientation? / Rosenlund, David

Public ISBD Titre : History Education as Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies Type de document : texte imprimé Auteurs : Rosenlund, David, Auteur Editeur : Peter Lang edition Année de publication : 2016 Importance : 185 pages Format : 22 cm. ISBN/ISSN/EAN : 97836316721 Langues : Français (fre) Index. décimale : 428 Usage Résumé : Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation. History Education as Content, Methods or Orientation? : A Study of Curriculum Prescriptions, Teacher-made Tasks and Student Strategies [texte imprimé] / Rosenlund, David, Auteur . - Peter Lang edition, 2016 . - 185 pages ; 22 cm. ISSN : 97836316721 Langues : Français (fre) Index. décimale : 428 Usage Résumé : Historical content, historical methods and historical orientation are three aspects that may be taught in history education. This study examines the emphases which are included in formal curricula texts and those which are included in teacher-made tasks. The results show that the curricula of history education contains historical content, orientation and methods, yet history teachers focus almost exclusively on the historical content. In a second step, this study examines the strategies with which students may process and combine elements from the three emphases of content, orientation and methods. The results provide insight into what strategies the students use and how they process the relationship between historical knowledge, historical methods and historical orientation.

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